Determinants of Mathematics Performance among Learners with Dyscalculia in Public Primary Schools in Kisii County, Kenya.
| dc.contributor.author | Nyachiro, Elizabeth Nyaboke | |
| dc.date.accessioned | 2025-08-04T09:40:41Z | |
| dc.date.available | 2025-08-04T09:40:41Z | |
| dc.date.issued | 2025-06 | |
| dc.description | A Research Project Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education (Special Needs Education) in the School of Education and Lifelong of Kenyatta University, June 2025. Supervisor Jessica Muthee Fransciscah Irangi Wamocho | |
| dc.description.abstract | Despite the importance of mathematics in society, students continue to do poorly on national tests. The study investigated the determinants of mathematical performance among learners with dyscalculia in public primary schools. The specific objectives were to determine the level of qualification of mathematics teachers on dyscalculia, establish the methods used for identifying learners with dyscalculia, develop intervention strategies for learners with dyscalculia, and identify instructional resources for learners with dyscalculia. The study was grounded in Jean Piaget’s cognitive development theory and guided by a descriptive research design. The target population was 268 head teachers and 782class four mathematics teachers in primary schools in Kisii County. The study used purposeful sampling to arrive at a sample size of 110 respondents, comprising 80 mathematics teachers and 30 head teachers. The study used questionnaires and an observation checklist to collect data from respondents. After collecting data, it was coded and evaluated qualitatively and quantitatively using the Statistical Package for Social Sciences (SPSS v25). Descriptive and Inferential statistics were used to analyse data that was presented in tables and charts. The study found that most of the mathematics teachers were not trained in special needs education, and most of the trained teachers had not been trained in learning disabilities, such as dyscalculia. In addition, the study found that the teachers were averagely able to handle learners with learning disabilities. The study also found that most schools carry out educational assessments to identify learners with special needs using different identification methods, and identification impacts learners’ mathematics performance. In addition, the study found that diverse intervention strategies were employed, but none of the schools used computer-assistive technology with learners with dyscalculia. Finally, the study found that most schools lacked appropriate resources for learners with dyscalculia. The study concluded that the studied determinants of mathematics performance of learners with dyscalculia were not efficient and sufficient on learners with dyscalculia. In conclusion, the study underscores the critical need for Kisii County to prioritize the enhancement of professional qualifications in special needs education. The study recommended that the government and Ministry of Education organize frequent seminars, workshops, in-service training, or post-training courses on special needs education, particularly mathematical disabilities. Through the Ministry of Education, the government should increase funds for educational programs to ensure adequate and relevant teaching and learning resources for learners with dyscalculia. Also, the Ministry of Education and the Kenya Institute of Curriculum Development should specially design the curriculum to consider learners with dyscalculia in regular primary schools, and more teachers should be employed to reduce the teacher-to-student ratio | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/31060 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Determinants of Mathematics Performance among Learners with Dyscalculia in Public Primary Schools in Kisii County, Kenya. | |
| dc.type | Thesis |